Abstract:

Foreign Language Anxiety (FLA) is a well-documented factor that can negatively affect language learning, influencing students’ confidence, participation, and ability to communicate effectively in the target language. In recent years, technology-enhanced learning environments have been explored as a way to create more supportive and less stressful learning contexts.

This study examines the use of ePortfolios as a pedagogical tool to reduce anxiety in oral and written English production in an English Didactics course for Preprimary and Primary Education students. Through the use of ePortfolios, students were able to prepare, record, revise, and reflect on their work before sharing it with peers. The findings indicate that students perceived the ePortfolio as a supportive digital space that allowed them to organize their ideas, practice their language production, and gain confidence before public participation. As a result, participants reported feeling less anxious and more confident when speaking and writing in English. The study highlights the potential of ePortfolios to foster reflective learning and create low-anxiety environments in technology-enhanced language education.

Keywords:

Foreign Language Anxiety (FLA), ePortfolios, English as a Foreign Language (EFL), technology-enhanced learning, English language teaching, oral production, written production, reflective learning, student confidence.